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dc.contributor.authorIsaksen, K. Robert
dc.date.accessioned2021-11-17T10:00:01Z
dc.date.available2021-11-17T10:00:01Z
dc.date.issued2021-01-01
dc.description.abstractBased on my own experiences with having one foot in academia and the other in construction, I reflect on how the tendential form of work among the working class affects their ontology and epistemology, and discuss what this may mean for teaching and learning in higher education. I attempt to write from both a working-class and middle-class perspective. This I do because it was the clashing of my working-class and middle-class experiences that caused me to reflect on forms of work in relation to ontology and epistemology; I need to present both perspectives to make sense of the argument.en_US
dc.identifier.citationIsaksen. Some Reflections on Working-Class Ontology and Epistemology—or Why Teaching in Higher Education Needs to Be More Concrete. Philosophy and Theory in Higher Education. 2021;3(2):1-22en_US
dc.identifier.cristinIDFRIDAID 1953743
dc.identifier.doi10.3726/PTIHE022021.0001
dc.identifier.issn2578-5761
dc.identifier.urihttps://hdl.handle.net/10037/23029
dc.language.isoengen_US
dc.publisherPeter Langen_US
dc.relation.journalPhilosophy and Theory in Higher Education
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2021 The Author(s)en_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subjectVDP::Humanities: 000::Philosophical disciplines: 160en_US
dc.subjectVDP::Humaniora: 000::Filosofiske fag: 160en_US
dc.titleSome Reflections on Working-Class Ontology and Epistemology — or Why Teaching in Higher Education Needs to Be More Concreteen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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